Development of response generalization gradients.

When novel stimuli trigger a previously learned response, this can be due to failure to perceive the novel stimulus as different from the trained stimulus (perception), or active extrapolation of learned properties from the trained stimulus (induction). To date, there has been little investigation of how individual differences in perceptual ability relate to differences in induction. In this paper, we perform cluster analysis in six datasets (four published datasets and two unpublished datasets, N = 992 total) to examine the relationship between individual differences in perception and induction, as well as the utility of perception in predicting generalization gradients. The datasets were obtained from predictive learning tasks where participants learned associations between different colored cues and the presence or absence of a hypothetical outcome. In these datasets, stimulus perception and response generalization (expectancy ratings) were assessed in separate phases. Using cluster analyses, we identified similar subgroups of good and bad perceivers in all six datasets, with distinct patterns of response generalization between these subgroups. Based on the differences in stimulus perception, we could predict where across the stimulus range generalized responses would differ between subgroups as well as the direction of the difference. Furthermore, participants classified as good perceivers were more likely to report a similarity generalization rule than a relational or linear rule, providing evidence that individual differences in perception predict differences in induction. These findings suggest that greater consideration should be given to inter-individual variability in perception and induction and their relationship in explaining response generalization.

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Incubation of anxiety: Effect on generalization gradients.

Journal of Experimental Psychology ◽

10.1037/h0024770 ◽

1967 ◽

Vol 74 (4, Pt.1) ◽

pp. 506-510 ◽

Cited By ~ 31

Author(s):

Otello Desiderato ◽

Merton E. Wassarman

Keyword(s):

Generalization Gradients

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Steepened generalization gradients after massed extinction to the CS

Psychonomic Science ◽

10.3758/bf03343341 ◽

1965 ◽

Vol 2 (1-12) ◽

pp. 83-84 ◽

Cited By ~ 8

Author(s):

Eliot Hearst ◽

Roger Poppen

Keyword(s):

Generalization Gradients

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Generalization Gradients for Categorization of Polygon Patterns

Perceptual and Motor Skills ◽

10.2466/pms.1973.36.3c.1051 ◽

1973 ◽

Vol 36 (3_suppl) ◽

pp. 1051-1053 ◽

Cited By ~ 1

Author(s):

Cynthia M. Mavrides

Keyword(s):

Generalization Gradients

Two polygons at each of 3 levels of association value (AV) were used to produce 72 variants with 2 different units of perturbation (dissimilarity to the original) and a varying number of perturbations (1 to 6) per form. More correct categorizations were observed for patterns with the smaller unit of perturbation and also for those with the highest level of AV ( p < .01). Generalization gradients evaluating the frequency of correct categorizations against an increasing number of perturbations were sharpest for the larger unit of distortion ( p < .01), and no systematic differences in gradient due to association value were evident. Results were interpreted as stressing the importance of association value and constraint metrics for categorization tasks.

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Developing Social Responses in Two Profoundly Retarded Children

AAESPH Review ◽

10.1177/154079697700200204 ◽

1977 ◽

Vol 2 (2) ◽

pp. 53-60 ◽

Cited By ~ 8

Author(s):

James D. Burney ◽

Barbara Russell ◽

Richard E. Shores

Keyword(s):

Social Interaction ◽

Limited Extent ◽

Social Responses ◽

Response Generalization

The effect of training upon the development of social interaction responses in two profoundly retarded children was investigated. Both children showed marked gains in the trained responses, with one child also demonstrating limited generalization of the responses to a new setting. Response generalization to a child not involved in training occurred to a limited extent.

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Antecedent Pausing as a Direct Instruction Tactic for Adolescents with Severe Behavioral Disorders

Behavioral Disorders ◽

10.1177/019874298801300402 ◽

1988 ◽

Vol 13 (4) ◽

pp. 263-272 ◽

Cited By ~ 13

Author(s):

Jacqueline Hawkins

Keyword(s):

Behavioral Disorders ◽

Impulse Control ◽

Correct Identification ◽

Primary Method ◽

Frustration Tolerance ◽

English Grammar ◽

9Th Grade ◽

Response Generalization ◽

Significant Difference ◽

Low Frustration Tolerance

The lecture is the primary method of instructional presentation in secondary schools. Unfortunately, many students with short attention spans, low frustration tolerance, limited impulse control, and other behavioral disorders find difficulty acquiring and maintaining information delivered via the lecture format. The purpose of this study was to determine the effects of an instructional pause procedure on the English grammar performance of 8th and 9th grade students with severe behavioral disorders. Specifically, the author investigated whether instruction incorporating a modification of Rowe's Pause Procedure resulted in correct identification of verbs on English worksheets. The results show at least moderate increases in verb identification in 7 of the 8 students participating in the procedure. Additionally, evidence of response generalization (mixed verb production) shows a statistically significant difference following verb identification training.

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